空间方位认知是儿童空间认知发展的重要组成部分，也是儿童未来学习的重要基础。Bee-bot 机器人是一种新型的编程工具，在促进儿童空间方位认知方面有很大的潜力。Bee-bot 机器人在使用过程中时常会涉及到左右方位和心理旋转等概念，将其应用于教学活动中，可以有效提升儿童的空间方位认知水平。本研究探讨机器人编程活动对 5-6 岁儿童空间方位认知是否具有促进作用，同时探究基于 Bee-bot 机器人活动的干预下 5-6 岁儿童在左右概念认知方面是否具有性别差异。本研究采用准实验法，选取的研究对象是来自广东省珠海市 G 幼儿园 5-6岁的大班儿童，经过基础认知水平测查后选取了可参与活动的儿童 60 名，随机分为对照组和实验组，实验组儿童接受 Bee-bot 机器人编程活动，对照组儿童按照一日生活常规进行。实验前后分别对实验组和对照组儿童进行空间方位认知的测查，对得分进行分析。研究发现：机器人编程活动能够有效促进儿童的左右概念发展。但机器人编程活动并不能有效促进儿童的主客体分离与心理旋转能力。同时，基于Bee-bot 机器人活动的干预下 5-6 岁儿童在左右概念认知方面具有性别差异。

Spatial orientation cognition is an important part of children's spatial cognitive development. Good spatial orientation development provides a good foundation for children's future learning. The Bee-bot robot is a new programming tool with great potential to aid children's spatial orientation cognitive development. The Bee-bot robot involves spatial orientation cognition such as left and right orientation and mental rotation. It is feasible to use it in educational activities with a fun floor mat to promote children's spatial orientation cognitive skills. Therefore, the aim of this study is to investigate whether the robot programming activity has a facilitative effect on 5-6 year olds' spatial orientation cognition, and to investigate whether there are gender differences in 5-6 year olds' cognition of left-right concepts with the Bee-bot robotics intervention.

The study was conducted using an experimental method with 60 children aged 5-6 years old in Kindergarten G in Zhuhai, Guangdong Province. 60 children were selected to participate in the activity after a basic cognitive level test and randomly divided into a control group and an experimental group. The experimental group receiving the Bee-bot robot programming activity and the control group following a daily routine. The children in the experimental and control groups were measured on spatial orientation perception before and after the experiment and the scores were analysed.

The results of the study showed that the robot programming activities were effective in promoting the development of left-right concepts and improving children's own spatial orientation cognitive development. However, the robot programming activities did not effectively promote children's subject-object separation and mental rotation. Also, there were gender differences in the perception of left-right concepts between 5-6 year olds with the Bee-bot robotics intervention.